Assessment as Practice Module 4 Week 3 Dr Carol Azumah Dennis [email protected] You will be able to ... • Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice. You will be able to ... • Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice. You will be able to • Design, plan and implement formal and informal assessment strategies to enable learning and progression. You will be able to • Design, plan and implement formal and informal assessment strategies to enable learning and progression. You will be able to ... • Understand how to critically evaluate and improve own assessment practice You will be able to ... • Understand how to critically evaluate and improve own assessment practice formal text based non-text based informal Open book exam Written test formal Essay Skills test Short answer questions Oral exam text based Case study non-text based Multiple choice Peer Assessment Discussion informal Self Assessment Role Play Essay formal Open book exam Skills test Written test Short answer questions assignments Oral exam question & answer text based practical activity tutorial Case study project non-text based Multiple choice learning journal informal application form Peer Assessment Self Assessment Role Play Discussion conversation Other types .... ◉ ◉ ◉ ◉ ◉ ◉ ◉ ◉ Academic Assessor led Benchmarking Competence based Diagnostic Direct Evidence Formal ◉ ◉ ◉ ◉ ◉ ◉ ◉ ◉ Formative Holistic Independent Indirect Informal Initial Integrated Internal ... of assessment ◉ ◉ ◉ ◉ ◉ ◉ ◉ ◉ Ipsative Learners led Norm-referencing Objective Proficiency Process Product Profiling ◉ ◉ ◉ ◉ ◉ ◉ ◉ ◉ Qualitative Quantitative Screening Subjective Summative Triangulation Vocational Criteria-referencing • Select three types of assessment to discuss • How often do you use this type of assessment • How might you incorporate it into your practice • Do you agree with where it is positioned on the template; where else might you position it - why Who needs to do what? • What responsibility do different stakeholders have in the assessment process? learner assessor organisation Methods of assessments • Adding to the types of assessment, what assessment methods can you think of? • What are the advantages or limitations of each? Methods of assessments • With reference to three different types of assessment – what particular issues of reliability and validity will you need to consider? But... ◉ Valid ◉ Sufficient ◉ Authentic ◉ Reliable ◉ Current Recognising & Recording Progress & Achievement in non-accredited learning http://www.rarpatoolkit.com/en/rarpa.asp • Appropriate Aims • Initial assessment • Learning objectives • Formative: Recognition and recording of progress • Summative: tutor & self-assessment; progress review ...‘what if.’ • Some learners are treated less favourably • The organisation does not make reasonable adjustment Access for All • • • • • • Dyslexia Disability Hearing impairment Visual impairment Varying work patterns Linguistic diversity And what if ... • • • • • Gender Disability Race Religion & belief Sexual orientation • What can you do to make sure your assessment practice is inclusive and fair to all learners? • It might help to think in terms of learner, assessor and organisational responsibility? Can you ... • Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice. Can you ... • Design, plan and implement formal and informal assessment strategies to enable learning and progression. Can you ... • Understand how to critically evaluate and improve own assessment practice Knowledge & Understanding • theories, principles and applications of in/formal assessment and their roles in learning and evaluation • significance of equity & diversity for the assessment Professional Skills • how to plan/design & conduct in/formal assessment • how to give feedback to promote progress and achievement Transferable Skills • demonstrate knowledge of the minimum core in own practice • how to evaluate and improve own assessment practice Part A • Report outlining their selection, application and evaluation of an assessment strategy and associated methods (1,500 words) ◉Strategy National Test & ILP ◉Selection Little choice, Policy driven only one available ◉Application Choice, i.e. examining board, timing & emphasis – summative - formative, always supplemented ◉Evaluation National Test - unreliable and invalid – quality process; with ILP more meaningful • The assessment used for my area of work is the National Test – a 40 question multiple choice exam. I am critical of it but use because policy demands it. I teach learners beyond the test and de-emphasise its significance. I also supplement it with informal individual learning plans to make sure learners have amore reliable Ipsative assessment profile. • Draft an initial position statement on assessment in your area. This is a one or two sentence answer to the question. Part B • Trainees will submit examples of feedback, ILP/ILTs with a commentary and or other documents which demonstrate understanding of, and commitment to, the principles of equality and diversity in the assessment process. (1,000 words) Individual Learning Plan ◉SMART Individual needs – researching support ◉What do you need formal question to ensure capacity ◉Who will do what tutor actions / learners actions ◉Comments - tutor adult learners lives: equity, diversity, disability Impact of assessment & sense of ◉Comments - student what next Part C • Planning and delivering learning: Reflective commentary on personal and professional development during Year 1 (1500 words) ◉observation establish your context in detail ◉conceptualisation what are the key issues, ideas, considerations, frustrations, challenges, rewards, theories ◉experimentation what have you done differently, what do you understand differently, unlearning, identity, testing ideas out ◉experience What is the outcome of the above activity? confidently entrenched in your own position? how does your terrain look from this angle? • We shall never cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. T. S. Eliot (1888 - 1965) • [learning as] a generative dance on the edge of a volcano, a ‘camping on seesaws’ my emphasis (Hedberg et al., 1976).